• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>British Journal of Educational Technology >Learning through face-to-face and online discussions: Associations between students' conceptions, approaches and academic performance in political science
【24h】

Learning through face-to-face and online discussions: Associations between students' conceptions, approaches and academic performance in political science

机译：通过面对面和在线讨论进行学习：学生的观念，方法和政治学学术表现之间的联系

获取原文
获取原文并翻译 | 示例
       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students' conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated.
机译：本文报道了一项研究，该研究旨在调查学生在澳大利亚一所大型大学的政治学课程中通过面对面和在线讨论进行学习的经历。该研究使用从关系研究到大学生学习的方法，研究了学生学习关键方面之间的联系，重点关注学生所学内容，学习方法和学习成果。这里测试的主要假设是，通过讨论及其面对面和在线讨论的方法，学生的学习观念存在质的差异。此外，期望发现这些差异反映在学习成果中，也就是说，学生的方法将与更完整的学习概念和更好的学习成绩联系在一起。更试探性地，还探讨了学习与学习成绩之间这些因果关系的存在。通过封闭式调查表收集有关学生的观念和方法的数据，并以最终成绩作为学习质量（学习成绩）的指标。我们的分析确定了概念和学生方法质量的差异，还揭示了学生认为学习的内容，学习方式以及面对面和在线环境下的学业表现之间的紧密联系。详细阐述了这些发现对研究和实践的意义。

著录项

  • 来源
    《British Journal of Educational Technology》 |2010年第3期|p.512-524|共13页
  • 作者

    Ana-Maria Bliuc; Robert Ellis; Peter Goodyear; Leanne Piggott;

  • 作者单位

    Postdoctoral Research Associate at the Institute for Teaching and Learning, University of Sydney;

    Associate Professor, Director of eLearning, Office of the Deputy Provost (Learning & Teaching) and Pro-Vice-Chancellor at the University of Sydney;

    Professor at the Faculty of Education and Social Work, and Co-director of CoCo (Centre for Research on Computer Supported Learning and Cognition) Research Centre, University of Sydney;

    Senior Lecturer at the Faculty of Economics and Business, and Deputy Director of the Centre for International Security Studies, University of Sydney;

  • 收录信息
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号